Students' Perceptions of Traditional English Language Testing in Thailand

Jaturapitakkul, Natjiree

doi:10.5901/ajis.2013.v2n3p445

Cited by 2 publications

(4 citation statements)

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“…For this purpose, the alignment gains importance considering the frequently used items between the coursebook and TEPSE English tests. The analyses of both the coursebook and the English tests in TEPSE show that most of the frequently used items in the tests were also the ones used frequently in the coursebook, which was also emphasized with a similar finding obtained in the study of Jaturapitakkul (2013) which revealed content validity of the traditional English language tests in Thailand by focusing on the alignment between the tests and the content that the students learnt in the classroom. Moreover, the consistency between the coursebook and TEPSE English tests affects content validity positively as it was also emphasized in the studies of Aksan (2001) and Kang and Chang (2014).…”

Section: Alignment Between the Coursebook And Tepse English Tests Based On The Frequently Used Itemssupporting

confidence: 69%

“…Nicholson (2015), who analyzed the TOEIC exam in Korea, found that content validity of the exam was weak because it did not test real communicative language skills. Even though the results of the several studies reviewed indicated low or lack of content validity of language exams, other studies (Ing et al, 2015;Jaturapitakkul, 2013;Kang &Chang, 2014;Külekçi, 2016) indicated high content validity in several other language tests. Ing et al (2015), Kang andChang (2014), andSim (2015) focused on the exams which were content valid besides the using the table of specifications.…”

Section: Introductionmentioning

confidence: 97%

“…Moreover, inconsistency between the coursebook and the test, and unequal distribution of the items also cause lack of content validity (Razmjoo & Tabrizi, 2010;Siddiek, 2010). However, if there is a consistency among the coursebook, curriculum, and tests, it means that these tests have content validity as it was emphasized in the studies of Aksan (2001), Jaturapitakkul (2013), and Kang and Chang (2014). Although there are several studies conducted on content validity of exams in other countries and also in Turkey, to the best knowledge of the author, there is not any detailed study conducted on content validity of TEPSE English tests between 2016 682 and 2017.…”

Section: Introductionmentioning

confidence: 99%

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TEOG (TEPSE) English Test: Content Validity and Teachers’ Views

Uzun¹,

Kılıçkaya²

2020

BUEFAD

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One of the most important dynamics of the educational setting all over the world is examinations, and some of those are English tests. In Turkey, English tests for the students preparing for the high schools were included in the national exams with the Level Determination Exam (SBS) in 2008 for the first time, and Transition Examination from Primary to Secondary Education (TEPSE) replaced them in 2013. The effects of these exams have been investigated; however, to the best knowledge of the author, other principles of language assessment such as validity and reliability have not been investigated based on the analysis of documents. This study, therefore, aimed to investigate content validity of the English tests in TEPSE, which were conducted between 2016 and 2017. Data collection procedure included the analyses of TEPSE English tests, the coursebook, the curriculum of 8th grade and semi-structured interviews held with 21 English language teachers. The analyses of the frequently used items in the coursebook and table of specifications were used to examine the content validity. The results revealed that despite some factors, TEPSE English tests between 2016 and 2017 have content validity based on the alignment between the coursebook and TEPSE English tests.

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Section: Alignment Between the Coursebook And Tepse English Tests Based On The Frequently Used Itemssupporting

confidence: 69%

Section: Introductionmentioning

confidence: 97%

Section: Introductionmentioning

confidence: 99%

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TEOG (TEPSE) English Test: Content Validity and Teachers’ Views

Uzun¹,

Kılıçkaya²

2020

BUEFAD

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“…Regarding the general situation of English language testing in Thailand, Jaturapitakkul's (2013) research revealed that the traditional static assessment still existed as a dominant method in most English language classrooms. Meanwhile, a shift to an innovation of the classroom assessment was called for by a number of Thai scholars (Darasawang & Reinders, 2015).…”

Section: Using Da To Improve the Efl Students' Speaking Skillmentioning

confidence: 99%

Improving EFL undergraduate students English speaking skill through dynamic assessment

Siwathaworn

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This study focuses on the application of dynamic assessment (DA) for pedagogical purposes. It is aimed at investigating how the students' English speaking skill could be improved through DA, which is grounded in Vygotsky's zone of proximal development (ZPD). The objectives of this study were (1) to investigate to what extent DA assists EFL undergraduate students to improve their English speaking skill, (2) to explore the students' perceived self-efficacy in their English speaking skill through DA, and (3) to examine the students' attitudes toward DA. The participants of the study were 10 university students who studied in an EFL classroom of Foundation English I (ENG 101). Both qualitative and quantitative research instruments were employed in this study. As for the qualitative instruments, the participants' verbal report, semi-structured interviews, and diaries were adopted. The quantitative instruments employed in this study were the three tests (pretest, posttest, and delayed posttest), a self-efficacy questionnaire, and an attitude questionnaire. The results of the study revealed that through the test-train-retest design, DA improved the students' English speaking skills and their perceived self-efficacy toward English speaking skills. The data from qualitative instruments showed that the participants gained meaningful learning experiences through DA procedures. All participants expressed positive attitudes toward DA. The results of this study indicated that DA encouraged the students to construct a sense of ownership in their own learning and to become actively engaged in the test tasks. Thus, this study has shed light on the possible application of DA for a remedial classroom in an EFL context.

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Students' Perceptions of Traditional English Language Testing in Thailand

Abstract: This study investigates students '

Cited by 2 publications

References 12 publications

TEOG (TEPSE) English Test: Content Validity and Teachers’ Views

TEOG (TEPSE) English Test: Content Validity and Teachers’ Views

Improving EFL undergraduate students English speaking skill through dynamic assessment

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Students' Perceptions of Traditional English Language Testing in Thailand

Abstract: This study investigates students '

Cited by 2 publications

References 12 publications

TEOG (TEPSE) English Test: Content Validity and Teachers’ Views

TEOG (TEPSE) English Test: Content Validity and Teachers’ Views

Improving EFL undergraduate students English speaking skill through dynamic assessment

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Improving EFL undergraduate students English speaking skill through dynamic assessment